Defining the IDT Field

The field related to educational technology has varied throughout the years and so has its definition. Educational technology, or “instructional technology” as Reiser and Dempsey refers, has continued to change from the beginning of the twentieth century to the 2008 AECT’s (Association for Educational Communication and Technology) most recent definition.  Examining the first page of the book produced by AECT states:

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (p.1).

Through the years of teaching, I’ve witnessed many changes in education.  With those changes, many educators were resistant to change.  Famous philosopher John Dewey once said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”  I’m happy to say, I applaud the change.  I find many similarities when comparing the defining statement above to my own beliefs.   With the evolution of teaching, the teacher is now the facilitator of learning.  I support the constructivist learning theory because I believe children learn best when they work collaboratively with peers, engaging in rich conversation, applying new information, which results in more meaningful, authentic learning.

Technology can be portrayed in many forms and has evolved even more the last decade.  Knowing the times of education are changing and the use of technology is inevitable in the real world, it’s necessary we (the educators) change for students.   It's imperative that we utilize the tool of technology in an ethical and effective manner, for students to reap the most benefits.  Technology is a support tool that will enhance learning when applied correctly with learning. Technology allows for diversification with lessons and encourages students to be risk-takers in their learning.  Technology in the classroom is a vital tool and necessary in taking learners where they can research, explore, become critical thinkers, and be in control of their learning.   It’s important for learners to actively explore, investigate, and collaborate amongst other learners while they work through real-world problems, developing a plan to find solutions.

It was enriching to read indications that the new AECT definition included “a focus on systematic process and the use of technological resources” as integral parts (Reiser and Dempsey, 2012).  When hearing the words ‘educational technology’ or instructional technology, I’ve never thought of them as a process.  However, my understandings of the field have changed now.   

Examining the instructional design model reminded me a lot of Project Based Learning.  Reflecting on some of my previous lessons taught I can think of many that involved multiple, if not all, of the pieces of the instructional design model.  An example that came to mind involved the concept of teaching how to count money.  A readiness standard for second graders is to determine the value of a collection of coins up to a dollar.    Prior to any introduction to money I first analyze their learning (conduct a needs assessment-pretest).  Depending on the analysis of their current understandings of money, I would revise my lessons based on their needs.  The questions on the pretest are formatted to provide specific information in providing insight of their strengths and weaknesses.  I would form small groups (develop)for instruction so those that already show mastery of counting  5’s aren’t wasting their time and are working on other areas of counting they need to practice.   They will be working on an area they need to improve while I’m working with small groups (implement).  However, if they may need instruction with counting quarters we’ll work together when that time comes.  The objectives are discussed daily with students so they know what they’re expected to learn, including the measurable terms.  The objectives (design) are printed on the board and placed in their buckets when working in small groups practicing specific skills.  At the end of the unit, a summative evaluation will be given to measure the mastery level of learners.  Throughout the entire process of this unit, revision is always occurring to ensure all students reach mastery of this skill.  An area I would improve is collecting data using formative assessments.  I use an informal method of evaluating student growth and feel like I know where they are with learning how to count money, but would like to make it more concrete.  That would be the area I’d like to improve most.       

Reiser and Dempsey state, “instructional media will be defined as the physical means, other than the teacher, chalkboard, and textbook, via which instruction is presented to learners.”   They also say “It may be wise for practitioners in the field to adopt this viewpoint; however, in most discussions of the history of instructional media, the three primary means of instruction prior to the twentieth-century (and still the most common means today)-the teacher, the chalkboard, and the textbook-have been categorized separately from other media.  When I hear the term ‘media’ I don’t think of teachers, chalkboard, and textbooks.  Therefore, I wouldn’t consider them parts of instructional media.  I consider instructional media a form of communicating instructional information via television, magazines, Internet, radio without biased opinions.  The purpose of the instructional design isn’t necessarily used to incorporate media into instruction but promote careful planning of instruction to ensure quality learning by all students.  The integration of media (considering all forms) is an added bonus to improve student learning and promote authentic learning when the correct tools are used.

References

AECT Definition and Terminology Committee (2008).  Definition. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary.  New York: Lawrence Erlbaum.

Reiser, Robert A. & Dempsey, John V. (2012).  Trends and issues in instructional design and technology (3rd ed.).    Boston, MA: Pearson Education, Inc.